This Article Full Text (PDF) All Versions of this Article: 1053815108320792v1 30/4/282    most recent References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Griffith, A. K. Articles by Pederson, B. Search for Related Content Social Bookmarking                         What's this?

Convergent Validity of the Early Childhood Behavior Problem Screening Scale

University of Nebraska-Lincoln

J. Ron Nelson

University of Nebraska-Lincoln

Michael H. Epstein

University of Nebraska-Lincoln

Bjorn Pederson

University of Nebraska-Lincoln

This study examined the convergent validity of the parent and teacher versions of the Early Childhood Behavior Problem Screening Scale (ECBPSS) with the Child Behavior Checklist (CBCL) and the Caregiver-Teacher Report Form (C-TRF), respectively. Data were collected on a sample of preschool and kindergarten students (n = 149) from two medium-sized cities in the Midwest. Analyses of both the parent and teacher versions of the ECBPSS were correlated with the corresponding Internalizing, Externalizing, and Total Problem scale scores of the CBCL and the C-TRF. The present findings and future research directions and limitations are discussed.

Key Words: behavioral assessment • behavior problems • screening • preschool and kindergarten children • convergent validity

This version was published on September 1, 2008

Journal of Early Intervention, Vol. 30, No. 4, 282-294 (2008)
DOI: 10.1177/1053815108320792


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?